The Salmon Life Cycle

Transcription

1 Fall Fish Camp Lesson Plan 2011 IASD Thematic Unit 1 The Salmon Life Cycle Teacher: Subject: Science, Art, Language Arts, and Math Grade Levels: K-6th Dates: 5 days Overview: Students will be able to describe the life cycle of a local fish. They will also represent their knowledge through making creative diagrams and art projects. Examples of The Life Cycle of Salmon Project The teacher can provide the salmon models as in the example above. Students construct the display using paper plates, colored pens and markers. Older students are encouraged to make their own drawings!

2 Fall Fish Camp Lesson Plan 2011 IASD Thematic Unit 2 Activities 1. Read and Discuss:! Students will read about the life cycle of the salmon from the materials list or by exploring websites in the resources for teachers.! Together with the students, write the names of the stages of a salmon s life on the board and ask students to practice correct pronunciation and spelling of each stage (egg, alevins, fry, fingerling, smolt, adult salmon). Ask students to write the list in their journals.! Pairing younger students with older students, have them describe to one another each stage. 2. Draw: Students will produce their initial sketches or diagrams of the life cycle of the salmon. 3. Create: Using their initial sketches as a model, students will create a visual diagram of the life cycle of the salmon and present this to another class or student in the school, and display their work. (See sample). 4. Print: Students will make a salmon fish print to display. A step-by-step activity page has been included (from ). Assessment and Evaluation The teacher will evaluate for neatness in presentation and accuracy: initial sketches, final diagrams and fish prints. Younger students will be evaluated for their progress in describing the salmon life cycle. Curriculum Materials Books: When Will The Salmon Come? Advice from Elders, Knowledge from Lower and Middle Yukon River Elders and Fishers; Yukon River Drainage Fisheries Salmon Creek; LeBox, Annette. Groundwood Books The Life Cycle of The Salmon; Kalman, Bobbie. Crabtree Pub. Co Salmon Stream; Reed-Jones, Carol. Dawn Pub. 2011

3 Fall Fish Camp Lesson Plan 2011 IASD Thematic Unit 3 Other Materials: Student journals; Dry-erase board and pens; paper and pencils; art supplies on hand for final diagrams; smocks or old shirts, newspaper, white paper, paint brushes, acrylic or tempera paints, and whole salmon fish for prints. Resources for Teachers: The following websites are suggested for more ideas: tml Curriculum Goals For The Salmon Life Cycle Science A.3. Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. The student can describe the life cycle of a local animal. Arts A student who meets the content standard should: A.1. participate in dance, drama, music, visual arts, and creative writing; A.2. refine artistic skills and develop self-discipline through rehearsal, practice, and revision; A.3. appropriately use new and traditional materials, tools, techniques, and processes in the arts; A.4. demonstrate the creativity and imagination necessary for innovative thinking and problem solving; Language Arts

4 Fall Fish Camp Lesson Plan 2011 IASD Thematic Unit 4 A student who meets the content standard should: A.3. in speaking, demonstrate skills in volume, intonation, and clarity; A.4. write and speak well to inform, to describe, to entertain, to persuade, and to clarify thinking in a variety of formats, including technical communication; B.1. comprehend meaning from written text and oral and visual information by applying a variety of reading, listening, and viewing strategies; these strategies include phonic, context, and vocabulary cues in reading, critical viewing, and active listening. Math Math: The student demonstrates an ability to classify and sort data by: Using information from a variety of displays (tallies, tables, pictographs, bar graphs to explain a result.

5 in the Classroom Fish Printing Workshop Preparation Small paintbrush for each fish printing station The surface of the fish must Newspapers be thoroughly cleaned because mucus and dirt will Paper towels obscure the detail. Wash Pens or making pens the fish in soap (e.g. dish detergent) and water until the mucus is gone. If fish are to be used right away, wash and pat dry. For use later, wash, dry, and freeze fish in plastic bags. Defrost approximately two hours before use. The day of the workshop, cover the fish printing tables with newspaper. Place the paint brushes and paints at each station. Designate a drying station for the prints. Set up a paper table with pens or markers for signing and labeling the prints. If possible, it is best if the participants do not sit at the print stations, but rather at separate tables or on the floor until the printing begins. Workshop Introduction What you need: With the participants seated on the floor or at tables away from the print area, as a display, hold up one of the fish that will be used in the printing. All fish are vertebrates, which means that they have a backbone. The external anatomy of a fish is very different from our own, because they move and live in water, and we live on land. For example, fish have noses (called nares) that don't look anything like our own, yet their purpose is to smell chemicals in the water. What can we say about how a fish moves by looking at its body shape or form? What body parts of the fish are similar to humans? What body parts are different? 2-4 different types of fish (small, flat flounder or scup work well), fresh or frozen (rubber fish can be used). Depending upon the size of the group, you will need at least one fish for every 5 participants. Ink or paint (water-soluble block printing ink, acrylic paint, etc.) Paper (rubbing paper, rice paper, construction paper, etc.) OR white T-shirts OR T-shirt material cut into squares

6 Fish Printing The Japanese art of fish printing is called Gyotaku (Gyo means fish, Taku means print). The Chinese began making fish prints over 600 years ago as a means of recording fish catches. It was developed into an art form by the Japanese. Demonstrate while you go over the steps of fish printing. 1. Choose which fish you would like to print. 2. With a small brush gently paint one side of the fish with ink/paint. Make sure all areas are covered including the fins. Use very little ink. Brush from the head of the fish to the tail. Most people use too much ink the first time, so be careful. After removing excess ink from your brush, brush gently from the tail toward the head. This will catch the ink along the edge of the scales and spines, producing sharper detail. 3. Take paper and gently but firmly press down on the fish. Rub evenly over all areas, especially the head and fins. Be careful to not move the paper while pressing. 4. Carefully lift the paper up, making sure the fish does not move and smear the print. 5. Wipe the excess ink/paint off with a paper towel. Make sure to wipe from the head to the tail. 6. Don t forget to sign your print and label it with the name of the fish. 7. Place your Gyotaku on the drying area. If you have time, try another print. If you choose to make Gyotaku T-shirts, the students can make another print on a clean section of the shirt.